With rapid social changes, stress in life has increased significantly for everyone including college students. Understanding life stress among college students and how it may affect learning burnout has become an important concern for education researchers. The purposes of this study were (1) to assess the current status and factor structures of college studentsa€? learning burnout, and (2) to explore the relationship between life stress and learning burnout. The participants included 3,247 convenient samples of college students in Taiwan. The Learning Burnout Scale and The Life Stress Scale were used as assessment instruments for the study. Results of data analysis found that the studentsa€? learning burnout could be described by four factors: a€?low sense of achievementa€?, a€?interpersonal alienationa€?, a€?negative learning emotiona€?, and a€?emotional exhaustiona€?. Among these factors, a€?low sense of achievementa€? and a€?negative learning emotiona€? were found to be more serious. Using canonical correlation analysis the study also found a significant correlation between life stress and learning burnout. Results suggested that the higher the life stress the student experiences, the higher the degree of their learning burnout.
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